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Journal of Foundational Learning and Child Development
Published by INSPIRETECH GLOBAL INSIGHT
ISSN : 30908183     EISSN : 30908183     DOI : 10.53905/ChildDev
Core Subject : Humanities, Education,
Humanities Education Other
The Journal of Foundational Learning and Child Development is a peer-reviewed academic journal dedicated to advancing knowledge and practice in the field of early and primary education. The journal focuses on the developmental period from birth through the early years of primary/elementary schooling (ages 0–8), with an emphasis on foundational literacy and numeracy, curriculum and pedagogy, as well as cognitive and socio-emotional development. It provides a platform for scholarly work on inclusive and special education, effective learning environments, assessment practices, and the professional development of educators. The journal also engages with research on education policies and early learning systems that support equitable and high-quality educational experiences for all children. Through interdisciplinary and empirical contributions, the journal aims to inform theory, policy, and practice in early and foundational learning contexts. Aim and Scope List: ✅ Early childhood education (0–8 years) ✅ Primary/elementary education ✅ Foundational literacy and numeracy ✅ Curriculum and pedagogy ✅ Cognitive and socio-emotional development ✅ Inclusive and special education ✅ Learning environments and assessment ✅ Teacher professional development ✅ Education policy and early learning systems
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 28 Documents
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Innovation in Micro-Learning Content for Physical Education Teacher Training: Integrating Motion Capture Technology to Revolutionize IT-Based Instruction Saputra, Surya Adi; Komaini, Anton; Sheffield, Delphia
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.02

Abstract

Purpose of the study: Micro-learning has gained increasing attention as an effective instructional approach for delivering concise and focused learning content, particularly in teacher education. However, its application in Physical Education Teacher Training (PETT) remains limited, especially in addressing the integration of cognitive knowledge and psychomotor skill development. The integration of motion capture (MoCap) technology offers new opportunities to enhance embodied learning through real-time biomechanical feedback and interactive visualization. This study aimed to develop MoCap-integrated micro-learning content for PETT and to examine its effects on cognitive outcomes, psychomotor performance, learner satisfaction, and engagement. Materials and methods: A quasi-experimental design was conducted with 80 PETT students (mean age = 23.5 years) from an Indonesian public university. Participants were randomly assigned to an experimental group (MoCap-based micro-learning) or a control group (traditional micro-learning). The intervention lasted eight weeks, with weekly sessions of 15–20 minutes. Cognitive knowledge, psychomotor performance, learner satisfaction, and engagement were assessed using validated instruments. Data were analyzed using independent and paired-samples t-tests and Pearson correlation analysis. Results: The experimental group demonstrated significantly higher post-test scores in cognitive knowledge, psychomotor performance, learner satisfaction, and engagement compared to the control group (p < 0.001). Strong positive correlations were found between MoCap-based engagement and learning outcomes (r = 0.68–0.74). Learning gains were substantially greater in the experimental group across all measured domains. Conclusions: MoCap-enhanced micro-learning significantly improves cognitive and psychomotor outcomes while increasing learner engagement and satisfaction in PETT. This approach effectively bridges the gap between theoretical understanding and practical skill execution, highlighting its potential as an innovative and scalable model for IT-based physical education teacher training.
The Impact of Outdoor Play on Motor Skill Development in Early Childhood: A Systematic Literature Review Nanda, Pras Dio; Ndraha, Putra Setia; Ginting, Sabarta
Journal of Foundational Learning and Child Development Vol. 1 No. 03 (2025): Journal of Foundational Learning and Child Development
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i03.19

Abstract

Purpose of the study: This systematic literature review examines the relationship between outdoor play and motor skill development in children aged 2-8 years, synthesizing empirical evidence to understand the mechanisms, contexts, and outcomes of outdoor play interventions on gross and fine motor competencies. Materials and methods: A comprehensive systematic search was conducted across five electronic databases (PubMed, Web of Science, Scopus, ERIC, and SPORTDiscus) from January 2010 to December 2024. Studies were included if they: (1) involved children aged 2-8 years, (2) examined outdoor play interventions or exposure, (3) measured motor skill outcomes using validated instruments, and (4) employed experimental, quasi-experimental, or longitudinal observational designs. Two independent reviewers screened 3,847 records, assessed 156 full-text articles for eligibility, and included 43 studies in the final synthesis. Data extraction encompassed study characteristics, participant demographics, outdoor play parameters, motor skill assessments, and outcome measures. Quality appraisal utilized the Downs and Black checklist for intervention studies and the Newcastle-Ottawa Scale for observational studies. Results: The 43 included studies (N = 12,847 children) demonstrated predominantly positive associations between outdoor play and motor skill development. Structured outdoor play interventions (n = 28 studies) resulted in significant improvements in object control skills (Cohen's d = 0.67, 95% CI [0.52, 0.82]) and locomotor skills (Cohen's d = 0.59, 95% CI [0.45, 0.73]). Unstructured free play in natural environments (n = 15 studies) was associated with enhanced motor creativity and adaptive movement patterns. Dose-response analyses indicated optimal benefits with 60-90 minutes of daily outdoor play exposure. Effect sizes were moderated by play environment quality (β = 0.34, p < .001), adult facilitation (β = 0.28, p = .003), and baseline motor competence (β = -0.22, p = .012). Conclusions: This systematic review provides robust evidence that outdoor play significantly enhances motor skill development in early childhood. Structured outdoor interventions yielded larger effect sizes for specific motor competencies, while unstructured nature-based play contributed to motor creativity and exploratory movement behaviors. Policy implications support the integration of daily outdoor play opportunities in early childhood education settings and the development of accessible, well-designed outdoor play spaces. Future research should employ standardized motor assessment protocols and examine longitudinal trajectories of motor development in relation to outdoor play patterns.
Motor Competence as a Predictor of Breaststroke Swimming Learning Outcomes in Physical Education Programs Siregar, Aidilla Pratiwi; Raufi, Afwa
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.03

Abstract

Purpose of the study: This study investigated whether motor competence serves as a significant predictor of breaststroke swimming learning outcomes among undergraduate students enrolled in a physical education program at a higher education institution in Indonesia. The study further examined which specific components of motor competence most substantially contribute to swimming performance acquisition. Materials and methods: A quantitative predictive correlational design was employed involving 84 undergraduate students (52 males, 32 females; mean age = 20.4 ± 1.2 years) from Sekolah Tinggi Olahraga dan Kesehatan (STOK) Bina Guna, Medan, Indonesia. Motor competence was assessed using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), encompassing coordination, balance, agility, and bilateral integration domains. Breaststroke swimming performance was evaluated through a validated observational rubric incorporating stroke mechanics, kick execution, breathing coordination, and temporal efficiency over 50 meters. Data were analyzed using Pearson product-moment correlation and hierarchical multiple regression, with assumptions verified through normality, linearity, and homoscedasticity diagnostics. Results: Motor competence demonstrated a statistically significant positive correlation with breaststroke learning outcomes (r = .62, p < .001). Hierarchical multiple regression revealed that the composite motor competence score accounted for 38.0% of the variance in breaststroke swimming performance (R² = .380, adjusted R² = .372; F(1,82) = 50.21, p < .001). When disaggregated, coordination (β = .41, p < .001) and balance (β = .29, p = .003) emerged as the most influential predictors, collectively explaining 34.7% of the variance. Agility contributed modestly (β = .14, p = .042), while bilateral integration did not reach statistical significance (β = .08, p = .216). Conclusions: Motor competence constitutes a meaningful predictor of breaststroke swimming learning outcomes in higher education physical education settings. Coordination and balance represent the primary motor competence domains influencing swimming skill acquisition. These findings underscore the pedagogical value of integrating systematic motor competence screening and targeted preparatory motor skill interventions prior to formal swimming instruction to optimize learning trajectories.
Deep Learning–Based Sprint Running Instruction for Phase E Junior High School Students Saleh, Muhammad Azkar; Siregar, Samsuddin; Wafianto, Badriatha; Hutasoit, Santa Nunut; Syahputra, Zubir Desem; Harahap, Rudy Kharunia; Panjaitan, Bintang Nurilla; Manik, Frekdi Alosius; Sipayung, Sri Dora Oktavia
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.07

Abstract

Purpose of the study: This study investigates the effectiveness of a deep learning–based instructional programme for sprint running among Phase E junior high school students (aged 13–15 years). The primary aim was to determine whether a structured, reflective, technology-enhanced instructional cycle significantly improves students’ sprint technique proficiency, biomechanical knowledge, motor coordination, and sport-related self-efficacy. Materials and methods: A quasi-experimental one-group pre-test/post-test design was employed with 32 Phase E students (17 male, 15 female; mean age = 13.9 ± 0.72 years) selected via purposive sampling at SMP Negeri 35 Medan, Indonesia. An eight-week deep learning programme (16 sessions × 80 min) integrating video analysis, biomechanical instruction, guided peer reflection, and iterative corrective feedback was implemented. Outcome measures included the Sprint Technique Assessment Rubric (STAR; ICC = 0.91), Biomechanical Knowledge Test (BKT; Cronbach’s α = 0.83), and the Physical Education Self-Efficacy Scale (PESES; α = 0.79). Wilcoxon signed-rank tests, paired-samples t-tests, and Cohen’s d effect sizes were applied (α = .05; Bonferroni corrected αadj = .008. Results: All outcome measures improved significantly (p < .001). The overall composite score increased from M = 49.5 (SD = 7.4) to M = 80.5 (SD = 6.8), a gain of 62.6%. Effect sizes ranged from d = 2.56 (stride rhythm stability) to d = 4.61 (biomechanical knowledge), all exceeding Cohen’s large-effect benchmark. Conclusions: The deep learning–based instructional model is an effective, scalable approach for sprint running instruction at the junior high school level, simultaneously enhancing technical proficiency, declarative biomechanical knowledge, motor coordination, and self-efficacy. Physical educators and curriculum developers are encouraged to integrate reflective, video-mediated instructional cycles into school athletics programmes.
The Role of Dance Education in Strengthening Pancasila Values: Evidence from Indonesian Educational Literature Berutu, Sama Etika; Sirait , Helena Petronella; Putri, Annisa Kirani; Habibi, Habibi; Yunita, Sri
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.08

Abstract

Purpose of the study: This systematic review examines the role of dance education in strengthening Pancasila values among Indonesian students across formal educational settings. The study synthesizes empirical and qualitative evidence from Indonesian scholarly literature to determine how dance-based pedagogical approaches facilitate the internalization of Indonesia's five foundational national principles. Materials and methods: Following the PRISMA 2020 framework, a systematic search was conducted across four major databases—Scopus, Web of Science (WoS), ERIC, and Google Scholar—covering publications from January 2014 to December 2024, executed between January 15 and March 1, 2025. Boolean search strings combined terms for dance education (seni tari, tari tradisional), Pancasila values, and Indonesian educational contexts. Of 1,285 initially identified records, 35 peer-reviewed studies met all eligibility criteria and were included in the final synthesis. Results: Analysis revealed that dance education significantly contributes to all five Pancasila dimensions. The strongest evidence was found for national unity and cultural identity (Sila 3; n=15 studies) and religiosity and spiritual awareness (Sila 1; n=12 studies). Effect sizes ranged from small (d=0.32) to large (d=1.14), with most studies reporting statistically significant improvements (p<0.05). Five recurring pedagogical mechanisms were identified: cultural embodiment, collaborative choreography, reflective practice, community performance, and symbolic ritual enactment. Conclusions: Dance education constitutes a culturally congruent and evidentially robust medium for Pancasila values transmission in Indonesian schools. Curriculum designers, policymakers, and educators should integrate structured dance programs across educational levels to support national character-building objectives. Future research should address longitudinal outcomes and cross-regional comparisons.
Associations Between Daily Physical Activity and Motor Skill Competence Among Preschool Children Ahmad, Nadhira Yasmine; Noviansyah, Aulia; Ginting, Rapael; Manalu, Marselinus V.Y; Gomagel, Yoel; Surbakti, Surbakti; Ritrit Yanto Zai, Ritrit Yanto Zai
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Transforming Foundational Learning: Evidence-Based Practices in Early and Prim
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.15

Abstract

Purpose of the study: This study examined the associations between objectively measured daily physical activity (PA) and motor skill competence (MSC) among Indonesian preschool children, addressing the critical gap in understanding early childhood movement behaviors in Southeast Asian contexts. Materials and methods: Eighty-three preschool children (40 boys, 43 girls; mean age 5.2 ± 0.7 years) from TKQ Baiturrahman Medan, Indonesia, participated in this cross-sectional study. Daily PA was measured using ActiGraph GT3X accelerometers worn for seven consecutive days. MSC was assessed using the Test of Gross Motor Development-3 (TGMD-3), evaluating locomotor and ball skills. Pearson correlations and multiple linear regression analyses examined associations between PA variables and MSC scores, controlling for age and gender. Results: Children accumulated 58.4 ± 18.2 minutes of moderate-to-vigorous physical activity (MVPA) daily and 8,847 ± 2,156 steps/day. Mean total MSC standard score was 92.3 ± 14.6 (locomotor: 9.2 ± 2.8; ball skills: 8.9 ± 3.1). Significant positive correlations emerged between daily MVPA and total MSC (r = 0.41, p < 0.001), locomotor skills (r = 0.38, p < 0.001), and ball skills (r = 0.36, p = 0.001). Step count correlated moderately with MSC (r = 0.34, p = 0.002). Multiple regression revealed that MVPA significantly predicted MSC (β = 0.39, p < 0.001), explaining 23% of variance after controlling for covariates. Children in the highest MVPA tertile demonstrated significantly higher MSC scores than those in the lowest tertile (98.7 ± 12.4 vs. 84.6 ± 14.2, p < 0.001). Conclusions: Daily PA, particularly MVPA, demonstrates significant positive associations with motor skill competence in preschool children. These findings underscore the importance of promoting adequate PA opportunities in early childhood education settings to support fundamental motor development. Early childhood educators and policymakers should prioritize structured and unstructured PA experiences to facilitate optimal motor competence development during this critical developmental period.
Analysis of Factors Influencing the Success of Forward and Backward Rolls in Elementary School Students in Kayong Utara Regency Arifahmi H., Dody; Daryanto, Zusyah Porja; Sari, Suriani
Journal of Foundational Learning and Child Development Vol. 1 No. 03 (2025): Journal of Foundational Learning and Child Development
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i03.16

Abstract

Purpose of the study: Floor gymnastics, particularly forward and backward rolls, is a fundamental component of elementary school physical education. However, many students experience difficulty performing these movements successfully due to various contributing factors. This study aims to identify and analyze the dominant internal and external factors influencing the success of forward and backward rolls among elementary school students in Kayong Utara Regency. Materials and methods: This research employed a survey method with a descriptive qualitative approach. A questionnaire consisting of 30 items covering five indicators—balance, self-confidence, repulsion, flexibility, and the use of inclined mats—was distributed to 21 PJOK teachers from Teluk Batang and Sukadana sub-districts. The collected data were analyzed using percentage classification to determine factor dominance. Results: Findings showed that balance was the most influential internal difficulty factor (42.86%), followed by self-confidence (28.57%), repulsion (23.81%), and flexibility (19.05%). Additionally, an external factor—the use of modified inclined mats—demonstrated an equally high influence (42.86%), supporting students' learning success in rolling movements. Conclusions: Students’ success in performing forward and backward rolls is significantly influenced by internal factors such as balance, confidence, strength, and flexibility, as well as external support in the form of appropriate learning media. Strengthening balance training, motivational support, proper technique instruction, flexibility exercises, and the strategic use of inclined mats are recommended to enhance learning outcomes in floor gymnastics.
Influence of on Motor Skill Acquisition in Early Childhood Benjamin Sembiring, Benjamin Sembiring; Simaremare, Aris; Dinata, Anugrah Panca; Simatupang, Franroso Pininggit; Buulolo, Boisandi; Melisah, Melisah
Journal of Foundational Learning and Child Development Vol. 1 No. 03 (2025): Journal of Foundational Learning and Child Development
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i03.17

Abstract

Purpose of the study: Motor skill development during early childhood is fundamental for physical, cognitive, and social development. Structured play activities have been proposed as effective interventions for enhancing motor skill acquisition in young children. This study investigated the influence of structured play activities on motor skill acquisition among kindergarten students in Medan Deli, North Sumatra, Indonesia. Materials and methods: A total of 120 kindergarten students (aged 4-6 years) participated in this quasi-experimental study. Participants were divided into experimental (n=60) and control groups (n=60). The experimental group engaged in structured play activities for 12 weeks (3 sessions/week, 45 minutes/session), while the control group followed regular curriculum activities. Motor skills were assessed using the Test of Gross Motor Development-3 (TGMD-3) at pre-test and post-test intervals. Results: Statistical analysis using SPSS 28 revealed significant improvements in the experimental group compared to the control group. The experimental group showed substantial gains in locomotor skills (p<0.001, d=1.24) and object control skills (p<0.001, d=1.18). Conclusions: Structured play activities significantly enhance motor skill acquisition in early childhood. Implementation of systematic, play-based motor interventions in kindergarten settings is recommended to optimize developmental outcomes.

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